"Established following the Millennium Summit of the United Nations in 2000, the Millennium Development Goals were formed to galvanise efforts to meet the needs of the world's poorest. Eight goals were defined and twenty-one targets were set to be completed by 2015. / To mark the final year of this programme, Taylor & Francis Group are delighted to be offering free access to selected research related to each of the eight Millennium Development Goals" (¶¶1-2, 2015.11.17). The offer of free access apparently will expire at the end of November 2015 (Goal 7: Ensure Environmental Sustainability,¶3, http://goo.gl/zjYrCb).
In this post, Nigel Coutts shared a story of collective teacher development activity that focused on online teacher discussion regarding visual note-making with students. He provided a model for other teachers ready to take the leap into cyber-teacher development–or considering doing so, suggesting: "Most teachers recognise the potential for collaboration between students and the importance of it as a component of a 21st Century education[,] and yet many do not take full advantage of the opportunities they have for collaboration as teachers. Others have found the benefits and willingly share ideas gathered from their personal learning network" (2015.11.01, ¶1).
In this Entrepreneur.com blog post, staf writer Laura Entis recap's learning tips from "Nate Kornell, an associate professor of cognitive psychology at Williams College who studies learning strategies" (¶2).
Towards the end of this book review Barlow noted: "Many colleges have processes certifying teachers in uses of technology, yet I have heard of none that certifies its technologists in the ways of teaching or in educational psychology."
"The 2012 Guidelines are available online, supported with glossed terminology and annotated, multimedia samples of performance at each level for speaking and writing, and examples of oral and written texts and tasks associated with each level for reading and writing. ESL teachers will be particularly interested in exploring the English Proficiency Guidelines online." (Cutshall, 2015, ¶18, 2015.11.09)
One important lesson I've learned about multi-institutional collaborations involves alignment. It's critical from the beginning to not be in a rush. A collaboration needs to have a clearly aligned purpose behind it.
Part of the issue here, I think, is that people confuse the word collaboration with the word cooperation. In common language, we use those terms almost interchangeably, but they're very different concepts.
Collaborations are hard. They require a lot of energy. They bring huge benefits, but no one should enter into a collaboration lightly. You can enter into cooperation lightly, because it's always good to be cooperative, but you need to be much more intentional about collaborations.
A second lesson I've learned about multi-institutional collaborations involves how challenging it is to design collaborations and systems that are adaptive, that respond to the fact that the world is fundamentally a complex system. Whatever you plan, there's going to be a change somewhere down the line, and you're going to have to respond to that change.
Perhaps the first consideration is the instructional purpose of the lesson, and how the technology will enhance that purpose or help students to achieve the goals and objectives of the lesson.
Technology, as mentioned earlier, has the power to increase student knowledge and skills in various content areas. Yet another consideration that must be taken into account when working with English learners is how the technology is increasing academic language knowledge and skills.
It is critical, then, that teachers take into account not only the content goals and objectives for the lesson, but also the language goals and objectives as well as the linguistic demand of the tasks students will need to accomplish in the classroom.
English learners need additional instructional supports or scaffolds, including providing students with necessary background knowledge that other students may possess, using graphic organizers, pictures/visuals, demonstrations and realia, and providing redundant information and differentiated instruction based on students' language proficiency level.
When researching various technology tools, it is critical that we investigate how the tool addresses these principles.
The use of technology in the classroom is quickly becoming not only commonplace, but also essential for helping students gain the 21st-century skills they will need to be successful in the future.
when implementing technology in the classroom, an important component of instruction is to teach students how to use technology effectively and responsibly. Students may need guidance and instruction on how to use technology appropriately given the task and learning at hand, how to avoid distractions with technology, and how to effectively navigate the digital world.
"How do you make sense of the quality of resources and evaluate their authority and appropriateness for your research?" This library guide advocates careful evaluation of the suitability, authority, and other indicators of resource quality, and provides pointers to a number of reference works and related websites.
"Mendeley Profile – your professional public face
We continue to refine the look, feel and functionality of your Profile page. This will make it easier for you to complete your profile, and for others to see your professional interests and achievements, at a glance. Over time this will also make profiles more discoverable.
We are also extremely excited about the upcoming integration between Mendeley and Scopus – the leading scientific bibliographic database. This will give Mendeley users an easy way to access and add curated metadata about millions of publications."
"TESOL Press is currently accepting responses to calls as well as unsolicited manuscripts. More information and the proposal form can be found by clicking on the Read & Publish tab on the TESOL webpage and then clicking on Information for Authors."
Farrell, Louis. (2015.06.23). 5 Useful Tips for International Students With Dependents in the U.S. Retrieved from http://www.usnews.com/education/blogs/international-student-counsel/2015/06/23/5-useful-tips-for-international-students-with-dependents-in-the-us
"Not only inside the university but after graduating when it comes to career options[,] the knowledge and fluency of English can be very helpful. Every professional job needs a good usage of English. To engage in international trade activities, to develop technical skills required in modern industries and for many other opportunities in developing the personal career, need the usage of English" (¶13, 2015.08.19).
Taiwan's Consumers' Foundation has called on local universities to take responsibility for improving English-language skills among their students, in view of the fact that a certain standard of English proficiency is a prerequisite to obtaining a degree.
The foundation urged the country's universities to help improve their students English proficiency by offering more training so that the students would not need to spend a fortune taking English classes at cram schools.
While many of the words and concepts of systems theory are new, systems thinking is not. Systems thinking is a way of looking at the world ecologically and holistically, where one focuses on patterns, connections and processes, and how seemingly separate things form coherent wholes.
Posted from Diigo. The rest of my favorite links are here.
Rajaendram and Khor (2015) quoted an open letter from "a group of prominent Malaysian" that embraced integrative motivation for developing English proficiency: "'[I]f we aspire to be more proficient in the language, we are only trying to be better citizens of the world'" (¶4). What a breathe of fresh air among all the integrative motives that articles like this one often highlight!
Rajaendram, Rebecca, & Khor, Ann-Marie. (2015, August 9). Speaking the global language. The Star Online, Education section. Retrieved from http://www.thestar.com.my/News/Education/2015/08/09/Speaking-the-global-language/
"An academic or scientific abstract should briefly and comprehensively summarise the contents of the paper it precedes. It should not contain information that is not present in the article and it should report, not evaluate, what can be found in the paper" (Abstract, ¶1, 2015.07.11).
"Education Ministry secretary general Tan Sri Madinah Mohamad said the future generations need to be equal or better in their English proficiency to compete in the rapidly changing globalised world" (Achariam, 2015).
Achariam, Timothy. (2015, August 6). Raising proficiency in English pivotal to next gen's future. The Sun Daily [Kuala Lumpur]. Retrieved from http://www.thesundaily.my/news/1512360
Tetzner suggested, "It is always best to choose a refereed or peer-reviewed journal because this means that the research articles published by that journal have been evaluated by scholars and researchers who specialise in the subject area" (¶2), and recommended, "Ulrich’s Periodical Directory, online access to which can be gained through most university libraries, … to determine whether a journal is peer reviewed" (¶2).
MOOCs can be an opportunity to empower faculty to explore, create, and express themselves in new ways through open and digital education. To do this requires establishing the proper institutional context, one that allows for experimentation and grassroots, faculty-led initiatives to flourish. We have argued in this article that a focus on soft infrastructure — the resources, values, and affirmations that support faculty agency in experimenting with digital learning — has helped us create this context
This page provides an overview of the Abe Fellowship Program, its purpose and research agenda: "The Abe Fellowship Program Committee seeks applications for research explicitly focused on policy-relevant and contemporary issues with a comparative or transnational perspective that draw the study of the United States and Japan into wider disciplinary or theoretical debates" (Policy-Relevant, Contemporary, and Comparative or Transnational Research, ¶2) from eligible candidates every year by September 1st.
"Title: Persuasive letter about persuasive letters
Description: A letter which attempts to persuade the reader to write their own persuasive letter, and which highlights some of the main points to include.
Category: Primary English/Literacy > Non-fiction"
In Choong Sin Woon's first official speech as Deputy Education Minister, he intimated that Malaysia's once competitive business advantage "is now being threatened" by diminishing English proficiency of people in the region (The Star Online, 2015, ¶7).
Rajaendram, Rebecca. (2015, August 2). Master language to stay competitive, says deputy minister. The Star Online. Retrieved from http://www.thestar.com.my/News/Nation/2015/08/02/Chong-Embrace-English-Master-language-to-stay-competitive-says-deputy-minister/
Comforto (2015) explained how to identify open educational resources (OERs), listed a handful of places to start looking for them, and provided micro reviews of repositories for literature, math and science OERs, as well as videos, courses and textbooks. She included suggestions for appropriate use and re-use of OERs, and invited comments pointing out similar repositories or resources.
Comforto, Nicole. (2015, July 30). The Teacher’s Guide To Open Educational Resources [Web log post]. Retrieved from http://www.edudemic.com/guide-open-educational-resources/
In this blog post, Conti reiterated inadequacies in methods from previous posts about teaching listening to secondary-level additional (modern) language learners in the UK. He then outlined skills and conditions necessary for successful listening comprehension. As he enumerated practical implications of those skills for learning and teaching activities, he provided illustrative sequences of tasks that teachers could set for learners to help them develop their listening comprehension.
"As a classroom practice, deep listening requires that students witness their thoughts and emotions while maintaining focused attention on what they are hearing. It trains them to pay full attention to the sound of the words, while abandoning such habits as planning their next statement or interrupting the speaker. It is attentive rather than reactive listening. Such listening not only increases retention of material but encourages insight and the making of meaning.
The nature of work today is inherently team-based and collaborative, often virtual, and geographically distant. Companies are seeking creative, collaborative employees who have an exploratory mindset. Employers seek graduates who can be more immediately productive in today's fast-paced economy.
Active learning, an instructional model that focuses the responsibility of learning on learners, fits the flipped classroom perfectly. Students work in teams to solve problems that are often multidisciplinary in nature, using techniques that are technology-rich. Active learning classrooms are generally characterized by furniture and technology settings that foster small-group collaboration, a rich-media working environment, and the ability to easily reconfigure within the class period.
The ability to rearrange furniture and technology quickly and easily will be highly desirable. Some project activities will need nothing more than comfortable furniture, food, and caffeine. Others will require sophisticated computational analysis and the ability to do rapid prototyping.
Acoustics will be a concern and will need to accommodate a wide range of activities. It seems likely that such space will support more than one team or activity simultaneously. That will be a highly desirable trait, fostering serendipitous discovery and innovation.
The ability to quickly and easily capture the group's activities and progress will also be desirable. An emerging class of powerful and effective collaboration tools enables project teams to save and store project elements, resources, concepts, plans, designs, models, and renderings—in short, all the "stuff" that a team might find or make.
"Maintain eye contact for 60% of a conversation
The key to eye contact is balance. While it’s important to maintain eye contact, doing so 100% of the time is perceived as aggressive and creepy. At the same time, if you only maintain eye contact for a small portion of the conversation, you’ll come across as disinterested, shy, or embarrassed. Maintaining eye contact for roughly 60% of a conversation comes across as interested, friendly, and trustworthy."
pab teaches people, and learns from and with them. He strives to enhance their computer skills and cultural appreciation, as well as their listening, speaking, reading, and writing skills; he also strives to promote both learners' and teachers' personal and professional development.